LETS MAKE SENSE OF GAME SENSE!

Using theoretical underpinnings to approach our PDHPE learning in

4E

Rebecca Eze | 18394027

Let’s make some sense of what Game
Sense is…
Game sense was defined Charlesworth (1993) by the structure to achieve
the combining of specific technical, tactical and fitness training in a game
practice that simulates game conditions to develop a players game sense.

Game Sense is further described as an innovative approach to coaching and

physical education that places the game at the heart of the session. It uses
practical examples and plans in real teaching and coaching situations.

Game sense incorporates and encourages the player/s to develop a large set
of skills; to become more tactically aware, improve decision-making,
practice fundamental skills, all in a fun and engaging way.

Light, 2012 p. I
Game Sense now makes sense, but what are
the strengths of this teaching approach?

The game sense approach applies games as a tool to teaching understanding.

Students are presented with a game where students can demonstrate and
apply skills they already developed. From this they learn to make tactical
decisions and build on their own technical understanding and skill.

The foundation of this approach is built upon the breakdown of games to

focus on skills and fundamental movement. Further refining the skill
execution and game performance to highlight how these transfer into the
game, taking the focus off the complex skills thought to be found inside of
games.
Game Sense now makes sense, but what are
the strengths of this teaching approach?
This strength is a student centered and inquiry based approach. In utilizing
this approach students learning is motivated through investigation and
reflection. Teaching is facilitated through questioning techniques to
encourage students to explore problems and gain a thorough understanding
of an advanced awareness of playing aspects; space, force, time, pace (Feith,
2018).

Game sense uses pathways such as a ‘mid size’ approach (Stolz & Pill, 2012).
This is an additional strength to this concept as it requires a small number of
people and a small amount of rules, from this the game is modified and
continually modifying to the level of understanding. The modifications
include adding rules, concepts or techniques to give purpose to the students
participating.
 Fundamental
Movement Skills • The Fundamental Movement Skills
are considered the “building blocks
 The static balance 
 for movement”. They are a group of
 The sprint run 

 The vertical jump 

skills derived for children to learn in
 The catch
 order to participate successfully in
 The hop

games, physical activities and sports.
 The side gallop

 The skip
 This organized series of basic
 The overarm throw movements are embedded within the
 The leap

 The kick

NESA NSW PDHPE Syllabus.
 The two-hand strike
• The Fundamental Movement Skills
 The dodge
are stated as movements that involve
the combination of movement
patterns of two or more body parts.

NESA, 2018
 Game Sense now makes
sense!(Rationale)
Game Sense as a teaching tool allows educators to strengthen their strategies
in teaching PDHPE and yielding positive responses and results. Immersing the
game sense approach into students learning, assists students in effectively
engaging in learning and developing teamwork, decision-making, problem
solving and communication skills
(NESA, 2018).

From this, students understand purpose of the game and of what their aim is.
Students are furthermore given the opportunity to practice and refine skills.
Spending time to focus on the key foundational movements as skills to learn is
beneficial in developing the foundation for students in sport and movement.
 Game Sense now makes
sense!(Rationale) cont.
This allows confidence in skill and ability which transpires into self-esteem
and confidence leading to positive wellbeing and healthy lifestyle choices.
The student-centred Game Sense approach allows students the opportunity
to develop the skills and understanding of game strategies, techniques and
tactics (O’Leary, 2015). This approach has the capacity to accommodate to
the varying ability levels and needs.

Thus, maximising inclusion and challenging students in different means.

Facilitating learning through a game sense method provides high activity
levels within students as their involvement and learning is concealed within
engaging, enjoyable and stimulating activities.
References